PCIS 6th GRADE INSTRUCTIONAL PLAN

Grade: 6th Grade

Subject: Wonders Reading
Teacher: McElroy, Senn, Williams, Fleming, Pittman
DA
PROCEDURES
Y

Time: 1, 2,3,4,5 periods

Week of: Unit 4 Week 2 1/13-1/19
EQUIPMENT/MATE
INSTRUCTIONAL
RIALS
METHOD

1/13

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Text evidence;
ESSENTIAL QUESTION: How do people meet personal challenges?
COS/CCRS OBJECTIVE(S): Interpret information presented in diverse media and formats
and explain how it contributes to a topic, text, or issue under study (SL.6.2) Engage
effectively in a range collaborative discussions with diverse partners on grade 6 topics,
texts, and issues, building on others ideas and expressing their own clearly. Follow rules for
collegial discussions, set specific goals and deadlines, and define, individual roles as
needed. (SL.6.1.b) Cite textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text. (RI.6.1) Acquire and use accurately gradeappropriate general academic and domain specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
(L.6.6)
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to
support the authors point of view.
KEY VOCABULARY: summit, assess, compensate, deteriorated, devastating, implement,
peripheral, potential
BEFORE: Build Background: Rising to the Challenge T74-75, Discuss the photograph,
focusing on why art dealers and collectors might value his paintings highly.
Essential Question: How do people meet personal challenges?
Ask: What obstacles did Huang Guofu have to overcome to become a successful artist?
Have students discuss in pairs.
Listening Comprehension: Interactive Read Aloud: Going the Distance T77
Preview Genre: Biography
Think Aloud Clouds: reinforce how to use the reread strategy When I read _____, I had to
reread
Graphic Organizer (if want to use) Have students restate the most important information
from Going the Distance in their own words.
DURING: Vocabulary: Words in Context, t78-t79 RWW 250 Using the vocabulary routines,
Complete Practice: Your Turn 161 (will not complete in class as whole)
Close Reading of Complex text: She Had to Walk Before She Could Run RWW p. 252-255
Make Connections: The story explores how a woman had to overcome physical challenges.
Encourage students to go back into the text for evidence as they talk about how Wilma
Rudolph overcame her challenges to become an Olympic athlete. Use text details to explain.
AFTER: Centers Activities
HOMEWORK: Vocabulary Menu ASSESSMENT: U4W2 Weekly Assessment on Day 5,
Monday
SMALL GROUP READING: SG1 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG2 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG3 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension

Dry Erase Board

X Smart Board
Student
Technology
Lab Equipment
X Workbook
Handout
X Text Wonders
RWW and Lit
Anthology
Approved Video
Manipulatives
X Other: Graphic
Organizer, Game,
Test,
Paint, etc.

X Explicit Instruction
X Guided Practice
Independent
Practice
X Centers
X Large Group
Instruction
X Small Group
Instruction
X Partner Work/Talk
X Collaborative
Groups
Intervention
X Student
Engagement
X Assessment

1/14

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; Authors Point of View, Idioms
ESSENTIAL QUESTION: How do people meet personal challenges?
COS/CCRS OBJECTIVE(S): Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text (RI6.1) Analyze in detail how a key
individual, event, or idea is introduced, illustrated, and elaborated in a text. (RI.6.3)
Determine an authors point of view or purpose in a text and explain how it is conveyed in
the text (RI.6.6) Integrate information presented in different media or formats as well as in
words to develop a coherent understanding of a topic or issue. (RI.6.7) By end of grade 8,
read and comprehend history/social studies texts in the grades 6-8 text complexity band
independently and proficiently (RH.6.10)
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to
support the authors point of view
KEY VOCABULARY: summit, assess, compensate, deteriorated, devastating, implement,
peripheral, potential
BEFORE: Essential Question: How do people meet personal challenges?
Review Vocabulary- summit, assess, compensate, deteriorated, devastating, implement,
peripheral, potential
DURING : Comprehension Strategy: Reread: Explain to students they may have difficulty
understanding the importance of information in a biography. As they reread they need to
stop and think when they find information they dont understand. They can reread to find
why certain information is important and find a clear idea of how the information relates to
the story of the subjects life.
Comprehension Skill: Authors Point of View: The authors point of view often expresses an
attitude or perspective about the subject of a biography. Students need to look in the text
for details about the subject that the author includes. RWW 257
Analytical Writing: Using the graphic organizer, write an analysis of the authors attitude
toward Wilma Rudolph and her life. RWW 252-255
Analytical Writing: Ask partners to work together to write a brief analysis of text evidence
they used to determine the authors point of view.
Vocabulary Strategy: Idioms: Explain that an idiom is a phrase or expression whose meaning
is different from the literal meaning of the words. They help authors express ideas and
describe events or characters in creative ways. Complete the Model and Guided Practice
sections. T88 RWW 259
AFTER: Centers Activities
HOMEWORK: Vocabulary Menu ASSESSMENT: U4W2 Weekly Assessment on Day 5,
MOnday
SMALL GROUP READING: SG1 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG2 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG3 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension

Dry Erase Board

X Smart Board
Student
Technology
Lab Equipment
X WorkbookHandout
X Text Wonders
RWW and Lit
Anthology
Approved Video
Manipulatives
Other: Graphic
Organizer, Game,
Test,
Paint, etc.

X Explicit Instruction
X Guided Practice
Independent
Practice
X Centers
X Large Group
Instruction
X Small Group
Instruction
X Partner Work/Talk
X Collaborative
Groups
Intervention
X Student
Engagement
Assessment

1/15

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; Authors Point of View
ESSENTIAL QUESTION: How do people meet personal challenges?
COS/CCRS OBJECTIVE(S): Interpret information presented in diverse media and formats
and explain how it contributes to a topic, text, or issue under study (SL.6.2) Engage
effectively in a range collaborative discussions with diverse partners on grade 6 topics,
texts, and issues, building on others ideas and expressing their own clearly. Follow rules for
collegial discussions, set specific goals and deadlines, and define, individual roles as
needed. (SL.6.1.b) Cite textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text. (RI.6.1) Acquire and use accurately gradeappropriate general academic and domain specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
(L.6.6)
KEY VOCABULARY: summit, assess, compensate, deteriorated, devastating, implement,
peripheral, potential
BEFORE: Essential Question: How do people meet personal challenges?
Review Vocabulary- summit, assess, compensate, deteriorated, devastating, implement,
peripheral, potential
DURING: Close Read: Seeing Things His Own Way Literature Anthology p. 276-289
Analytical Writing-Use Graphic Organizer on PB p. 162 to record the details that reveal the
authors point of view.
Complete ACT
Analytical Writing Complete Write about Reading- Authors Point of View: Write about
the authors use of persuasive language and how he uses it to convince readers that Erik
should be seen as a role model.
Complete the Make Connections. Have partners list three ways in which Erik tested his
limits. Discuss what he might have learned and how others can learn from him.
AFTER: Centers Activities
HOMEWORK: Vocabulary Menu ASSESSMENT: U4W2 Weekly Assessment on Day 5,
MOnday
SMALL GROUP READING: SG1 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG2 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG3 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension

Dry Erase Board

X Smart Board
Student
Technology
Lab Equipment
X WorkbookHandout
X Text Wonders
RWW and Lit
Anthology
Approved Video
Manipulatives
X Other: Graphic
Organizer, Game,
Test,
Paint, etc.

X Explicit Instruction
X Guided Practice
Independent
Practice
X Centers
X Large Group
Instruction
X Small Group
Instruction
X Partner Work/Talk
X Collaborative
Groups
Intervention
X Student
Engagement
Assessment

1/16

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Small Group instruction
ESSENTIAL QUESTION: How do people meet personal challenges?
COS/CCRS OBJECTIVE(S): Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in
context and out of context. (RF.5.3.a) Read on-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings. (RF.5.4) Interpret information
presented in diverse media and formats and explain how it contributes to a topic, text, or
issue under study (SL.6.2) Engage effectively in a range collaborative discussions with
diverse partners on grade 6 topics, texts, and issues, building on others ideas and
expressing their own clearly. Follow rules for collegial discussions, set specific goals and
deadlines, and define, individual roles as needed. (SL.6.1.b) Cite textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from the text.
(RI.6.1) Acquire and use accurately grade-appropriate general academic and domain
specific words and phrases; gather vocabulary knowledge when considering a word or
phrase important to comprehension or expression. (L.6.6)
HIGHER ORDER THINKING SKILLS Students will be able to cite textual evidence to
support the authors point of view.
KEY VOCABULARY: summit, assess, compensate, deteriorated, devastating, implement,
peripheral, potential
BEFORE: Essential Question: How do people meet personal challenges?
Review Vocabulary- summit, assess, compensate, deteriorated, devastating, implement,
peripheral, potential
DURING: Phonics/ Fluency: Vowel Alteration: Common suffixes include s, -es, -ed, -ing, -ful,
and ly. Model and Guide. Read Multisyllabic words.
Read Get Fit For Fun. Complete ACT.
Complete Analytical Writing- Ask students to do a close reading of the text. Students should
take notes on the authors argument. They can use the evidence to compare this text with
ideas in Seeing Things His Own Way
Also, Complete WRITE ABOUT READING on p. t89Q. Take notes on specific ways food in
each category help keep you healthy. Then compare notes with a partner.
AFTER: Centers
HOMEWORK: Vocabulary Menu ASSESSMENT: U4W2 Weekly on Day 5, Monday
SMALL GROUP READING: SG1 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG2 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG3 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension

Dry Erase Board

X Smart Board
Student
Technology
Lab Equipment
X WorkbookHandout
X Text Wonders
RWW and Lit
Anthology
Approved Video
Manipulatives
X Other: Graphic
Organizer, Game,
Test,
Paint, etc.

X Explicit Instruction
X Guided Practice
Independent
Practice
X Centers
X Large Group
Instruction
X Small Group
Instruction
X Partner Work/Talk
X Collaborative
Groups
Intervention
X Student
Engagement
Assessment

1/19

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; Authors Point of View
ESSENTIAL QUESTION: How do people meet personal challenges?
COS/CCRS OBJECTIVE(S): Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text (RI6.1) Analyze in detail how a key
individual, event, or idea is introduced, illustrated, and elaborated in a text. (RI.6.3)
Determine an authors point of view or purpose in a text and explain how it is conveyed in
the text
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to
support the authors point of view.
KEY VOCABULARY: summit, assess, compensate, deteriorated, devastating, implement,
peripheral, potential
BEFORE: Essential Question: How do people meet personal challenges?
Review Vocabulary- summit, assess, compensate, deteriorated, devastating, implement,
peripheral, potential
DURING: Complete U4W2 Weekly Assessment and Selection Assessment
AFTER: Read AR or work on other homework
HOMEWORK: ASSESSMENT: U4W2 Weekly Assessment Today
SMALL GROUP READING: SG1 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG2 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG3 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension

Dry Erase Board

Smart Board
Student
Technology
Lab Equipment
Workbook
Handout
Text
Approved Video
Manipulatives
X Other: Graphic
Organizer, Game,
Test,
Paint, etc.

Explicit Instruction
Guided Practice
Independent
Practice
Centers
X Large Group
Instruction
Small Group
Instruction
Partner Work/Talk
Collaborative
Groups
Intervention
Student
Engagement
X Assessment